Virginia Angerclass

Chapter 18 TOTAL 6 152 The source of

Chapter
2

RESEARCH
AND DESIGN METHODOLOGY

Research Design

          Descriptive research
can be either quantitative or qualitative. It can involve collections of
quantitative information that can be tabulated along a continuum in numerical
form, such as scores on a test or the number of times a person chooses to use
a-certain feature of a multimedia program, or it can describe categories of
information such as gender or patterns of interaction when using technology in
a group situation. Descriptive research involves gathering data that describe
events and then organizes, tabulates, depicts, and describes the data
collection (Glass & Hopkins, 1984).

In
this study, descriptive survey was used. This method was preferred because
information was readily obtainable from subjects in their natural environment,
concerning their attitudes or beliefs on certain issues of the study.

Population and Locale of the Study

          This study was conducted in the 3
public secondary  high schools of Burgos,
Schools Division of La Union. The respondents were the public secondary school
mathematics teachers in the junior high school and thegrade 10 learners. Table
A shows the distribution of respondents.

 

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Table A. Distribution of Respondents

 

School

Number
of Mathematics Teachers
(
Junior High School )

Number
of Grade 10 Learners

Burgos
National High School

3

87

Upper
Tumapoc National
High
school

1

47

Libtong
Integrated School

2

18

 
TOTAL
 

6

152

 

The
source of the list of respondents was taken from Form 7

 ( Teaching loads and teacher`s specialization)
and Form 1 ( School Register ) of Grade 10 class advisers for the school year
2017 – 2018 which was secured from the help of the Administrative Assistant (
ADAS ) of each school.

Data Gathering Tools

A questionnaire was used as a
data gathering tools in this study. The questionnaires contained both open
ended and closed ended questions. The closed ended questions provided an easy
way of coding, while the open ended ones enabled the researcher to gather wide
and free opinions from the participants. The closed ended questions was used to
collect quantitative data while the open ended was used to collectqualitative
data.

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Reliability and Validity of the Research
Tool / Instrument

          The first draft of the questionnaire was
presented to the researcher`s adviser, who evaluated the items as to content,
clarity and conciseness and then validated the questionnaire before its
administration and presenting to the respondents. The reliability of the
questionnaire wasdetermined  usingkuder –
Richardson formula 21 equation ( Subong, 2005 ) .

The
questionnaire was pre – tested to 10 mathematics teachers in junior high school
from Naguilian National High School who are not part of the study and consider
the following Reliability Coefficient Range: Computed reliability  was.95
which denotes relationship. Hence thetest was very highly reliable.

The following
questionnaire coefficient of reliability was used as point of reference

    Reliability Coefficient Range           Descriptive equivalent     Symbol

            0.91 – 1.00                                Very high
reliable           VHR

            0.81 – 0.90                                    Highly
reliable             HR

            0.71 – 0.80                                Moderately
reliable          MR

            0.61 – 0.70                                   Slightly
reliable            SR

            0.00 – 0.60                                        Not
reliable              NR

 

 

 

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Data Gathering Procedure

The researcher obtained permit to distribute the
questionnaires from the Dean of Graduate School of Baguio Central University, DepEDofficials
down to the school authorities in the conduct of the study . Before the collection
of the data, the researcher contacted the participating institutions
andscheduled appointments for visits.

A
questionnaire was administered to the grade 10 learners and junior high school
mathematics teachers who answer the same in the presence of the researcher.This
will ensure that the exercise took the shortest time possible. This will also
help the research participants to answer the questionnairesappropriately since
the researcher was around to make any clarification if at all they will be
needed. Ample time was given to the respondents to respond to the questionnaire
Observations will be made by the researcher both during pre-testing and during
the actual research exercise. Field notes about what the researcher heard, saw
experienced and thought in the course of collecting data in the study were also
taken.

Statistical Treatment of Data

          The responses on the study was
classified, tailed, tabulated and systematically analyzed. This was presented
quantitatively and qualitatively. Statistical devices such as percentage
equivalents, mean values and tables was utilized to make the presentation of
data clear and readily understandable.

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Independent t – test

t-comp
= X1  – X2

 

? X12 + ? X22   (1 
+  1  )                               

                            N1  +N2 – 2           N1      N2                               

 

Where:

X1
= mean of the first group of respondents

X2
= mean of the second group of respondents

N1
= number of respondents of the first group

N2
= number of respondents of the second group

?X1
= summation of the processed responses of the firs group

?X2
= summation of the processed responses of the second group

I.            
Adequacy of ICT instructional
Materials

Arbitrary
Value

Statistical
Limit

Descriptive
Equivalent

Symbol

5

4.21 – 5.00

Completely adequate

CA

4

3.41 – 4.20

Very adequate

VA

3

2.61 – 3.40

Moderately adequate

MA

2

1.81 – 2.60

Barely adequate

BA

1

1.00 – 1.80

Not adequate

NA

 

II.          
Capability of Teachers to use ICT in
mathematics instruction.

Arbitrary Value

Statistical Limit

Descriptive Equivalent

Symbol

5

4.21 – 5.00

Strongly agree

SA

4

3.41 – 4.20

Agree

A

3

2.61 – 3.40

Moderately agree

MA

2

1.81 – 2.60

Slightly agree

SA

1

1.00 – 1.80

Not agree

NA

 

 

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III.         
Constraints encountered by teachers in
using ICT in mathematics             
Instruction.

Arbitrary Value

Statistical Limit

Descriptive Equivalent

Symbol

5

4.21 – 5.00

Highly serious

HS

4

3.41 – 4.20

Serious

S

3

2.61 – 3.40

Moderately serious

MS

2

1.81 – 2.60

Slightly serious

SS

1

1.00 – 1.80

Not serious

NS

 

VI. Solutions to
solve or minimize constraints encountered by teachers

             in using ICT in mathematics
instruction.        

Arbitrary Value

Statistical Limit

Descriptive Equivalent

Symbol

5

4.21 – 5.00

Highly considered

HC

4

3.41 – 4.20

Considered

C

3

2.61 – 3.40

Moderately considered

MC

2

1.81 – 2.60

Slightlyconsidered

SC

1

1.00 – 1.80

Not considered

NC